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Field
Arts and Crafts
Review of Music Level 2 achievement and unit standards
Unit standards
Subfield
Music
Achievement standards
Domain
Making Music
Music Studies
Domain
Making Music
Music Studies
ID
10652, 10655, 16550, 20747
10661, 12832, 18817, 18818
ID
90264
90265
90266
90267
90268
90269
90270
Subject reference
Music 2.1
Music 2.2
Music 2.3
Music 2.4
Music 2.5
Music 2.6
Music 2.7
The Ministry of Education and NZQA National Qualifications Services have completed the
review of the achievement and unit standards listed above.
New Registration date
November 2011
Date new versions published
November 2011
Planned review date
December 2014
Summary of review and consultation process
In 2008 the Ministry of Education (MoE) and NZQA began to review achievement and unit
standards in light of the revised New Zealand Curriculum (NZC). This Alignment of
Standards (AoS) review also addressed duplication of outcomes, credit parity, fairness,
consistency, and coherence. The AoS review was guided by the revised NZC itself and
the Standards Review. A copy of the NZC is available at:
http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum.
Teacher subject associations were involved in the review, and draft achievement
standards were the focus of wide consultation, especially with secondary schools and
teachers. Extensive resources, including student exemplars, were also developed to
support these standards, and are available on the MoE and/or the NZQA websites.
The review of unit standards included consultation with tertiary providers to assess
continued relevance and likely future use of the standards. Unit standards that duplicate
achievement standard outcomes and those without the likelihood of future tertiary use
were recommended for expiry.
National consultation was undertaken in 2010, with the results analysed by Research New
Zealand. The responses were generally positive.
The review of these Level 2 unit and achievement standards was completed in time for
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implementation in schools in 2012. The review of unit and achievement standards at
Level 1 was completed in time for implementation in schools in 2011. Standards at Level
3 will be implemented in 2013.
Main changes resulting from the review




All NZC Level 7 (NZQF Level 2) outcomes derived from the NZC are now assessed
using achievement standards, and there are no longer any unit standards linked to the
NZC.
Existing achievement standards were reviewed and new achievement standards were
developed to align with the NZC. See table below.
Grading criteria for achievement standards were reviewed in accordance with the
Standards Review Guidelines.
Unit standards that recognised similar outcomes as achievement standards were
recommended for expiry. See table below.
For a more detailed description of the review of, and the changes to, the Music standards
see the appendix at the end of this report.
Impact on existing organisations with consent to assess
Current consent for
Nature of
ID
consent
Consent extended to
Level Nature of
ID
consent
Level
Domain
Standard
2
2
2
2
2
2
2
2
2
2
2
2
Music Studies
10652
10655
10661
12832
18817
Standard
Standard
Standard
Standard
Standard
Standard
91275
91270
91271
91277
91278
91276
Impact on Consent and Moderation Requirements (CMR)
(Formerly known as AMAP)
All new achievement standards have been registered on CMR 0233.
Impact of changes on NCEA Exclusions List
For transition purposes, the following exclusions will apply for new achievement
standards.
New Achievement standard
91270
91271
91272
91273
91275
91276
91277
91278
Excluded against each of these
standards
10652, 90264
10655, 90266
90265
90267
90268
18817, 90269
10661, 90270
12832
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Review Categories and changes to classification, title, level, and credits
The following summary shows the changes made to the standards as a result of the
review. All changes are in bold. Where a new or a new version of an externally assessed
achievement standard is registered, the following designation appears after the title
[Externally Assessed].
Key to review category
A
B
C
D
Dates changed, but no other changes are made - the new version of the standard carries the same ID and a new
version number
Changes made, but the overall outcome remains the same - the new version of the standard carries the same ID
and a new version number
Major changes that necessitate the registration of a replacement achievement standard with a new ID
Achievement standard will expire and not be replaced
Externally assessed achievement standards categorised as
category C or D expire at the end of
December 2011
Internally assessed achievement standards and unit standards
categorised as category C or D expire at the end of
December 2012
Arts and Crafts > Music > Making Music
ID
Title
Level
10652
2
Credit Review
Category
8
C
2
5
2
6
2
6
C
2
2
2
5
6
8
C
2
10
D
2
2
C
2
4
2
2
2
2
4
3
90264
91270
10655
90266
91271
16550
20747
90265
91272
90267
91273
91274
Demonstrate music performance skills before an
audience through three pieces of contrasting style
Present contrasting performances as a featured
soloist
Perform two substantial pieces of music as a
featured soloist
Demonstrate developing music compositional
skills through three music compositions
Compose effective pieces of music
Compose two substantial pieces of music
Demonstrate music performance skills before an
audience by three pieces on a second instrument
Perform music based on research of recorded
compositions
Present a music performance as a member of a
group
Demonstrate ensemble skills by performing a
substantial piece of music as a member of a
group
Create an instrumentation
Devise an instrumentation for an ensemble
Perform a substantial piece of music as a
featured soloist on a second instrument
C
D
C
New
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Arts and Crafts > Music > Music Studies
ID
Title
Level Credit
10661
2
5
Review
Category
C
2
5
C
2
6
2
3
C
2
2
4
3
C
2
2
C
2
4
2
3
90270
91277
12832
91278
18817
90269
91276
18818
Describe and examine four music works, and
explain evaluations of performances
Demonstrate knowledge and understanding of
music works
Demonstrate understanding of two
substantial contrasting music works
[Externally Assessed]
Demonstrate knowledge of New Zealand music
industry
Investigate an aspect of New Zealand music
Demonstrate knowledge of music through
explanation of music materials
Demonstrate an understanding of the materials
and processes of music in a range of scores
Demonstrate knowledge of conventions in a
range of music scores [Externally Assessed]
Demonstrate developing musical aural recall and
sight-reading skills
Arts and Crafts > Music > Music Studies
Arts and Crafts > Music > Making Music
ID
Title
90268
91275
Identify, describe and transcribe elements of
music through listening to a range of music
Demonstrate aural understanding through
written representation [Externally Assessed]
D
Level Credit Review
Category
2
3
C
2
4
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Appendix
Development of L2 Standards
Process of Aligning Standards with the New Zealand Curriculum
The process has been guided by:
 the direction of the NZC – in particular the values, principles and key competencies
 the Principles for Standards Review.
Addressing Duplication
If a unit standard duplicated part of the outcomes of an achievement standard, the
achievement standard was retained and the unit standard recommended for expiry.
The matrix of achievement standards was required to cover all the key curriculum
outcomes. Increasing the number of credits attached to the matrix of achievement
standards has allowed for the creation of achievement standards to cover outcomes
previously covered by unit standards.
Specific examples include: the creation of AS91278 out of unit standards 12831 and
12832.
Addressing Credit Parity
By considering outcomes across two domains at Level 2 it has been possible to allocate
credit values that more truly reflect the teaching and learning time needed to achieve
success in each standard.
Several anomalies occurred in the standards prior to revision. Solo performance at Level
1 generated six credits, while the same standard at Level 2, though requiring more
evidence, generated fewer credits. This has been addressed.
The music writing team has endeavoured to ensure that the number of credits reflects the
teaching and learning time required for each standard. Where necessary, the amount of
evidence required has been amended so as to reflect the number of credits available. For
example, Level 1 solo performance requires two pieces to gain 6 credits. Solo
performance at Levels 2 and 3 also now require the student to perform two substantial
pieces (Level 2) and two programmes, each of two substantial pieces (Level 3), but there
are two important differences:
1. The technical and musical skills required are for those in a fourth and/or fifth
(rather than third) year of group tuition through the itinerant scheme.
2. The two Level 3 pieces in each of the two programmes are to be presented at
the same time – a sustained performance.
What has changed?
To meet the needs of all music students, additional standards have been developed at
Level 2 to allow for more specialisation. It is proposed that there be a greater choice of
standards at this level to cater for student needs and interests. The new alignment of
standards, values and affirms both aural and written music cultures, and enables
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progression of skills, knowledge and understanding in the same aspects of music across
all levels.
Students can progress seamlessly to Level 3 in each standard they successfully complete
at Level 1. Thus, for example, the student who composes aurally is assessed alongside
his/her peer who chooses to notate. Knowledge of different forms of visual
representation, however, continues to be central to other progressions of standards.
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